Equitable+Learning+Outcomes_Gender

**NOTE: This page needs updating!**

The gender-inclusive curriculum acknowledges and includes the educational needs and experiences of girls equally with those of boys.

- from The New Zealand Curriculum Framework, Ministry of Education, 1993

English Department strategies that recognise the learning needs of both boys and girls include: • a range of texts that include male and female authors and directors • a range of texts that reflect the achievements, interests and perspectives of men, women, boys and girls • the analysis of language and how it reveals attitudes • a supportive classroom environment in which boys and girls receive equitable attention and learning assistance • awareness of some boys’ attitudes towards reading at junior level • providing opportunities for all students to express themselves in their own way and following their own interests, while still keeping regard to the rights of others in the class, and to their individual needs to develop empathy and understanding of others • assessing presentation and neatness only in the assessment of skills where appropriate to the task e.g. static image • promoting respect and tolerance by the creation of a supportive atmosphere in the classroom

